Exploring Bullying

Overview

Today you will introduce the unit theme “Bully on the Bus Journey” by reading the blurb and discussing what bullying can look, feel and mean for people. Students will practise sharing ideas respectfully and begin a class brainstorm of bullying behaviours they might see or hear.

Curriculum (ACELY1789, ACELY1790, ACELA1484, ACPPS033) → Collaborative discussions, text comprehension, clear respectful expression, and social-emotional skills

Learning intentions

• Students will participate in collaborative discussions, expressing ideas and listening respectfully (ACELY1789).
• Students will understand and discuss texts to identify bullying behaviours and impacts (ACELY1790).
• Students will use language to express feelings and ideas clearly and respectfully (ACELA1484).
• Students will recognise emotions and develop respectful relationships related to bullying (ACPPS033).

Success criteria

• I can contribute ideas and listen respectfully during group discussions (ACELY1789).
• I can describe bullying behaviours and their impacts using examples from texts and discussions (ACELY1790).
• I can express feelings and ideas clearly and respectfully (ACELA1484).
• I can recognise emotions related to bullying and suggest respectful responses (ACPPS033).

Curriculum links

• English (ACELY1789): Participate in collaborative discussions, expressing ideas and listening to others
• English (ACELY1790): Use comprehension strategies to understand and discuss texts
• English (ACELA1484): Use language to express feelings, ideas and opinions clearly and respectfully
• Personal and Social Capability (ACPPS033): Recognise and respond to emotions in self and others, and develop respectful relationships

Lesson structure (45 minutes)

1. 4 min – Settling and purpose

• Greet students and share the lesson goal in kid-friendly language: “Today we will learn what bullying can look like and how it can affect people.”
• Briefly set discussion expectations: listen, turn-take, and speak kindly.

2. 8 min – Read the blurb (teacher-led)

• Read the unit blurb aloud. Stop at natural points to check understanding using quick questions: “What do you think is happening?” “How do you think the person might feel?”
• Use a visual check-in: thumbs up/down or “show me” cards for understanding.

3. 7 min – Think–pair–share: Is it bullying?

• Show 2 short scenario prompts (spoken by teacher or shown on picture cards). Example prompts:
• “A person is teased once and they both laugh and move on.”
• “A person is called names every day on the bus and others join in.”
• Students pair up to decide: “bullying or not bullying” and give one reason (teacher circulates and supports).

4. 10 min – Whole-class discussion: Impacts

• Use a “Feelings and Safety” chart with two columns: “What a bullied person might feel” and “What might happen at school/bus.”
• Prompt with sentence starters for Year 3/4: “I think they might feel…”, “It could make learning…”, “They might feel…”.
• Record student ideas using simple wording and student language (avoid changing meaning).

5. 13 min – Hands-on brainstorm: Bullying looks like…

• Give each student 2–3 small sticky notes or cut-out strips.
• Students write or dictate (depending on need) one example of bullying they might see/hear on a school bus or at school. Include categories:
• words (name-calling, insults)
• actions (blocking, pushing, tripping)
• social behaviour (spreading rumours, excluding)
• Place notes onto a class “bullying behaviours” poster under headings with pictures.

6. 2 min – Quick review and exit check

• Ask: “Name one impact of bullying.” Then: “Name one thing bullying can look like.”
• Use an exit card: students circle or show a picture of a feeling (choose from calm/unsafe/sad/nervous/left out).

Resources

• Unit blurb printed or displayed (large font for read-aloud)
• Picture cards for “bullying / not bullying” examples
• Sentence starter cards (e.g., “I think…”, “They might feel…”, “It could make…”)
• Chart paper or whiteboard with headings: “Feelings/Safety” and “Bullying looks like”
• Sticky notes or cut-out writing strips
• “Feelings” visual cards (sad, scared, left out, angry, worried)
• Mini discussion timer (optional) to support transitions
• Pencil grips and alternate communication options (if needed)

Assessment

• Teacher observation during think–pair–share and brainstorm: can students identify bullying and give a reason?
• Listening check: students contribute respectfully and use at least one impact idea during the discussion.
• Exit check: students name an impact or show a correct feeling linked to bullying.

Differentiation

• Support for ADHD and Autism:
• Clear steps with visual agenda on the board.
• Use short bursts with movement (stickies go on the poster one student at a time).
• Provide sentence starter cards and model “one good contribution.”
• Allow non-verbal pointing or dictation to capture ideas for students needing communication support.
• Additional support:
• Provide fewer scenario options and pre-highlight key words in prompts (“every day”, “keeps happening”, “mean words”).
• Use a word bank with simple terms: name-calling, excluding, spreading rumours, teasing (once vs often).
• Extension:
• Ask students to add a “not bullying” example with a reason (“It was friendly / it stopped when asked.”).
• Encourage students to suggest a safer alternative response (e.g., tell a trusted adult, walk away).
• EAL considerations:
• Maintain consistent sentence frames and use visuals for categories (words/actions/social).
• Accept first-language supports for brainstorming with teacher summarising in English.